Entry #6

Labeling reading activities for the Learning View or Acquisition View both for teacher and students was quite interesting and enlightening.

The student:

L- look up words in the dictionary to write definitions
    Identify words to get the meaning of text
A- make a Venn diagram to compare two stories
    Teach strategies to comprehend text
L-practice sounding out words
    Phonics rules and sight words that do not follow phonics rules
L-read in round-robin fashion
    Read aloud on a regular basis to help students with difficult words
L-correct peers when they make a mistake during reading
    Supply words to help the student learn that word
L-identify words on a big book page that starts with the same sound
   Applying phonics so the student can pronounce a series of letters.
L-group cards with classmates' names by a criterion on such as first or last letter
    Use of flashcards
A-Write rhyming poetry and then discuss different spellings for the same sound
    Teach language directly so students can produce correct language forms
L-ask the teacher how to spell any word they don't know
    Teach correct spelling, correctness is more important than content
A-Read a language experience story they have created with the teacher
    Makes sense out of new language and apply it later in a new situation (ie. introducing a new student)
A-Work in pairs to arrange words from a familiar chant into sentences
    Students interact to produce meaningful oral language and ideas
L- Divide words into syllables
    Break language into component parts
L-On a worksheet, draw a line from each word to the picture that starts with the same sound
    Drills and exercises are used to practice language
A-Make alphabet books on different topics
     Use language for a variety of purposes- predictable books

The teacher:

L- preteaches vocabulary
    Words may not be part of students vocabulary 
 A- does a shared reading with a big book
      Students follow along, they begin to make connections with oral reading and print
L- makes sure that students read only books that fit their level
      Students acquire a "safe" comfort level and not challenged
L-has students segment words into phonemes 
    Uses basic phonics rules
A-Writes words the students dictate for a story and has students help with the spelling of difficult words
    students are taught strategies to continue language
L-Asks students to look around the room and find words starting with a certain letter
   Language is taught directly so students can produce correct language forms
L-uses decodeable texts
   Break words into parts to identify them
A-sets aside time for SSR
   Reading silently using strategies students have internalized to make meaning from texts
A-teaches Latin and Greek roots
    Study word parts only during linguistic investigations
A-has students meet in literature circles
    Construct meaning using graphophonics, semantics, and syntax
L- conducts phonics drills
     Reinforces grammar and vocabulary the students are learning
A- chooses predictable texts
     Predictable pattern books make linguistic input understandable
A-teaches students different comprehensive strategies
    Focuses on making meaning, not words
A-does a picture walk of a new book
    Technique to introduce new language
L-uses a variety of worksheets to teach different skills
   drills and written exercises are used to produce language

According to research, an acquisition view is favored. In my personal opinion, in my teachings, I blend both strategies where applicable.